Over the last few decades, there has been extensive discussion in the field of applied linguistics and language pedagogy as to ways in which classroom learners of foreign languages can be taught to develop their awareness and use of their target language in real-life, interactional contexts. In formal language instruction, the use of textbooks is considered as the backbone of second and foreign language learning. Yet, studies on textbook analysis argue that the textbook dialogues generally fail to reflect the interactive nature of naturally occurring conversations accurately. The inadequacies in the presentation of textbook dialogues seem to result from an emphasis on grammar and information exchange rather than an emphasis on the perception of interaction as an interpersonal, social activity.

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